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P-329 - Concurrent Validity of Persian Version of Wechsler Intelligence Scale for Children- Fourth Edition and Cognitive Assessment System in Patients With Learning Disorder

Published online by Cambridge University Press:  15 April 2020

P. Salamati
Affiliation:
Tehran University of Medical Sciences, Tehran, Iran
R. Rostami
Affiliation:
University of Tehran, Tehran, Iran
V. Sadeghi
Affiliation:
University of Tehran, Tehran, Iran
J. Zarei
Affiliation:
University of Tehran, Tehran, Iran
S. Mohazzab Torabi
Affiliation:
Baqiyatallah University of Medical Sciences, Tehran, Iran

Abstract

Objective:

The aim of this study is to compare the Persian version of the two tests, to determine the correlation among their scales and to evaluate the probable concurrent validity of these tests in patients with learning disorders.

Methods:

162 children with learning disorder who were presented at Atieh Comprehensive Psychiatry Center were selected in a consecutive non-randomized order. All of the patients were assessed based on WISC-IV and CAS scores questionnaires. Pearson correlation coefficient was used to analyze the correlation among the data and to assess the concurrent validity of the two tests. Linear regression was used for statistical modeling. the type one error was considered 5% in maximum.

Results:

There was a strong correlation between total score of WISC-IV test and total score of CAS test in the patients (r = 0.75, P < 0.001). the correlations among the other scales were mostly high and all of them were statistically significant (P < 0.001). A linear regression model was obtained (α = 0.51, β = 0.81 and P < 0.001).

Conclusion:

There is an acceptable correlation between the WISC-IV scales and CAS test in children with learning disorders. A concurrent validity is established between the two tests and their scales.

Type
Abstract
Copyright
Copyright © European Psychiatric Association 2012
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P-329 - Concurrent Validity of Persian Version of Wechsler Intelligence Scale for Children- Fourth Edition and Cognitive Assessment System in Patients With Learning Disorder
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